However, in this process, by exercising the brain through thinking or trying to solve the problem, the more students exercise their brain, the solutions to the problems become easier and easier. This makes it easier for them to adapt to different problems assigned by different courses and know when to use a particular learning strategy to solve a problem, and a great example would be a student trying to solve a drawing problem on a sketchbook. from an art lesson and word problems from a math lesson, clearly the first problem requires close observation skills while the second problem requires mathematical knowledge. However, these problems have two things in common. First, solving any problem requires goal-directed thinking. Second, both require the use of metacognition, which is awareness of one's own cognitive processes. The difference between being a good or a poor problem solver often lies in the ability to think about one's problem solving activities (Gardner 1991). When students reflect on their problem solving activities, this means being aware of the different parts of the problems they are trying to solve. Research has shown that awareness of how strategies previously employed in one problem can be used to solve another (Irene Fortunato) “also highlights the importance of problem solving as a method of inquiry to help students recognize the usefulness of